大学英語教育における協働的ライティング学習の可能性 : グラウンンデッド・セオリー・アプローチに基づいた分析の試み

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  • Collaborative Writing in College English Education : A Grounded Theory Approach
  • 大学英語教育における協働的ライティング学習の可能性 : グラウンデッド・セオリー・アプローチに基づいた分析の試み
  • ダイガク エイゴ キョウイク ニ オケル キョウドウテキ ライティング ガクシュウ ノ カノウセイ : グラウンデッド ・ セオリー ・ アプローチ ニ モトズイタ ブンセキ ノ ココロミ

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In the field of language learning, a number of studies have revealed the positive effects of implementing collaborative learning in L2 writing classrooms. However, an in-depth analysis of the collaborative writing process has rarely been researched in English as a foreign language (EFL) settings. The current study investigates the nature of Japanese EFL learners' collaborative writing using three staged tasks of (1) writing, (2) reviewing, and (3) revising. Six pairs of 12 learners were asked to collaboratively (1) describe the four-frame picture discussing what to write, (2) review their own text discussing what they noticed by comparing it with the model text, and (3) revise their text. The students' verbal protocol was analyzed using the Grounded Theory Approach, and the participants' collaborative writing behavior was grouped into several categories such as organizing a text, problem-solving, interpreting a model text, referring to a model text, and revising. The result further reveals that both the learners' problem-solving in the writing stage and their references to the model text were categorized into three sub-categories: lexis, form, and content. The results suggest that the learners can solve more lexical problems by themselves than problems in form (e.g., grammar).

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